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MANUAL  TRAINING  REPRINTS 

Edited  by  Charles  A.  Bennett. 
Professor  of   Manual  Arts,   Bradley   Polytechnic  Institute,   Peoria.  Illinois 


Series  A 


Number  2 


COPING  SAW  WORK 

By 

Ben  W.  Johnson 

Supervisor  of  Manual  Training.  Seattle.  Washington 


THE  MAMAI.  ARTS   I'KKSS 

PEORIA,  ILLINOIS 


£^ft&7 


Copyright 

B.   W.   JOllSON 
140S 

The  Manual  Arts  Press 
1909 


I 


c 


MANUAL  TRAINING  REPRINTS. 

The  persistent  demand  for  certain  numbers  of  the  Manual  Train- 
ing Magazine  has  led  to  the  conclusion  that  some  of  the  articles  in  these 
numbers  ought  to  be  reprinted.  Moreover,  it  is  believed  that  from  time 
to  time  in  the  future  the  Magazine  will  publish  articles  which  owing  to 
their  special  value  ought  to  be  reprinted  soon  after  they  appear  in  the 
Magazine. 

To  suppl}'  this  evident  need  the  Manual  Training  Reprints  have 
been  planned  and  will  be  issued  at  irregular  intervals  as  the  demand  may 
warrant. 

Ihe  Reprints  will  be  arranged  in  two  series,  as  follows: 

Series  A.      Illustrated  articles  of  special  practical  value  for  class  use. 

Series  B.  Discussions  having  special  permanent  value,  or  such  as 
supply  needed  data  to  students  preparing  to  become  teachers. 

Those  already  published  are  the  following: 

SERIES   A. 

No.  1.  The  Construction  and  Flying  of  Kites.  By  Charl^'s  M. 
Miller. 

No.  2.   Coping  Saw   Work.      By  Ben  W.  Johnson. 


INTRODLXTION. 

MANY  a  teacher  can  recall  his  bojhood  enthusiasm  in  getting  a 
subscriber  to  the  Youth's  Companion  in  order  to  secure  the 
prize  of  a  bracket-saw  and  collection  of  designs.  He  can  also 
recall  the  busy,  happy  hours  spent  with  that  saw,  how  he  mastered  one 
difficult}-  after  another  until  finally  he  could  saw  out  the  parts  of  an 
intricate  pattern  and  fasten  them  together  neatly  and  securely.  As  these 
early  experiences  are  brought  to  mind  he  is  likely  to  ask  himself  this 
question:  "If  the  use  of  the  bracket-saw  stimulated  so  much  effort  in 
me  and  was  the  means  of  so  much  good  training,  why  should  not  this 
tool  be  utilized  in  our  manual  training  classes  at  the  present  time?" 
Many  attempts  have  been  made  to  answer  this  question  by  showing 
schemes  of  work  involving  a  saw  of  this  general  type,  whether  called 
bracket-saw,  fret-saw,  or  coping-saw,  but  no  one  has  presented  so  con- 
vincing an  answer  as  B.  W.  Johnson  in  his  "Coping  Saw  Work." 
Other  schemes  have  been  suited  to  special  schools,  working  under  favor- 
able conditions,  but  Mr.  Johnson's  has  been  adapted  to  the  public  schools 
of  a  large  city  and  developed  in  the  spirit  of  modern  pedagog}^ 

In  the  introductory  part  of  his  article.  Air.  Johnson  refers  to  the 
Eva  Rohde  System.  In  February,  1891,  Miss  Rohde  of  Gothenburg, 
Sweden,  wrote  a  brief  chapter  on  her  "Model  Series"  which  was  pub- 
lished the  following  year  by  the  American  Book  Co.  in  "The  Sloyd 
System  of  Woodworking,"  by  B.  B.  Hoffman.  This  series  was  an  at- 
tempt to  bring  the  benefits  of  sloyd  down  to  children  from  five  to  eight 
years  of  age.  The  course  consisted  of  small  toy  representations  of 
household  articles,  a  leaf  form,  a  fish,  and  the  acrobat  model.  Two 
years  later,  1893,  full-size  drawings  of  her  revised  series,  involving 
many  animal  forms — some  of  them  with  joints,  as  the  pig,  horse,  boy, 
soldier,  and  sawyer — with  text  in  Swedish  and  English,  were  published 
in  Gothenburg,  and  the  same  year  a  photograph  of  the  models  was  pub- 
lished by  the  State  of  Massachusetts  in  the  report  of  the  Commission 
appointed  to  investigate  existing  systems  of  manual  training  and  indus- 
trial education.  In  this  same  report  was  published  a  sixth-grade  course 
by  Frank  M.  Leavitt,  which  involved  "flat  work"  in  which  a  bracket- 
saw  was   freely  used.    At  this  time  an  experimental  course  involving 


MANUAL    TRAIMXG  REPRIXTS. 

the  bracket-saw  was  being  developed  at  Teachers  College,  New  York 
Cit}'.  The  two  latter  courses  were  confined  to  geometric  forms.  The 
same  was  largely  true  of  the  fret-saw  work  in  the  "Berlin  Course  of 
Easy  Woodwork,"  translated  and  published  in  London  by  O.  Newman 
&  Sons  in  1895,  tho  in  this  course  a  strong  appeal  was  made  to  the 
constructive  interests  by  bringing  into  the  series  of  models  a  wagon,  a 
cart,  sand  mill,  bird  house,  steps,  sled,  windmill,  bow-gun  and  even  the 
acrobat.  At  Pratt  Institute  Frank  H.  Pierce  has  developed  a  scheme 
of  work  giving  emphasis  to  problems  with  freehand  outlines  similar  to 
some  of  the  animal  forms  found  in  the  Eva  Rohde  System.  And  now 
comes  Mr.  Johnson's  scheme,  which  demonstrates  that  he,  more  than 
any  of  the  rest  of  us,  has  caught  the  play  spirit — the  child's  point  of 
view,  in  this  work.  He  has  given  us  models  which  are  full  of  fun  for 
the  children,  afford  ample  means  for  training  in  form  study,  construc- 
tion, invention,  and  careful  work,  ^lorcover,  his  course  involves  so 
many  mechanical  principles  that  he  might  with  considerable  propriety 
entitle  his  article  "Applied  Mechanics  for  the  Fourth  Grade." 

— The  Editor. 


COPING  SAW  WORK. 

SOME  three  years  ago  the  need  arose  in  the  fourth  grade  for  a 
more  vigorous  and  adaptable  form  of  handwork  than  the  use  of 
raf?ia.  As  the  cliildrcn  of  this  grade  based  much  of  their  work 
upon  hjcal  geography,  history,  and  the  development  of  native  industries, 
of  which  lumbering  is  chief,  the  use  of  thin  wood  with  simple  tools  was 
suggested. 

We  had  seen  children  of  this  age  use  a  coping  saw  successfully  in 
Miss  Langley's  classes  at  the  School  of  Education,  Chicago  University, 
and  in  Mr.  W.  J.  Standley's  work  in  the  Y.  M.  C.  A.  day  classes,  at 
Portland.  Oregon.  Our  problem  was  to  devise  a  suitable  equipment 
for  the  regular  teacher  to  use  with  forty-eight  children  in  the  ordinary 
classroom,  and  a  course  of  work,  teachable  in  her  inexperienced  hands, 
of  real  merit,  educationally,  in  the  development  of  the  child.  After 
experimenting  a  term  or  two  in  different  schools,  the  following  equip- 
ment and  course  was  devised.  The  unusual  interest  and  delight  of  the 
children  in  this  work,  together  with  the  success  of  the  teacher  in  pre- 
senting it,  led  to  its  adoption  for  all  the  fourth-grade  rooms  in  the 
cit\',  about  liftv  in  number. 


MANUAL    TRAIMNG   REFRIXTS. 

There  is  much  similarity-  in  this  work  to  that  of  the  Eva  Rohde 
System,  taught  in  the  Praktiska  Arbetsskola  in  Gothenburg  as  early  as 
1891.  The  use  of  a  fret  or  coping  saw  for  most  of  the  cutting,  the  use 
of  a  pattern  or  template  laid  on  the  thin  wood  by  the  child  and  marked 
around,   and   the  use  of  toys   for  models  are  points  in   common.     The 


CHEST    FOR    HOLDING    EQUIPMENT. 


course  followed  here,  however,  requires  many  less  tools,  is  used  in  an  or- 
dinary school  room  of  forty-eight  pupils  atid  not  in  a  specially  equipped 
shop  with  only  fifteen  or  twenty  pupils,  as  in  Gothenburg,  also  less  con- 
sideration is  given  to  the  sequence  of  model  and  tools  and   for  mcchan 
ical  and  geometrical  accuracy. 

The  equipment  consists  of  48  coping  saws,  48  saw  tables,  48  iron 
clamps,  2",  to  hold  the  table  on  the  desk,  12  small  tack  hammers,  12 
half-round  cabinet  files,  12  eagle  compasses.  No.  376,  12  sloyd  knives, 
6  Stanley  try-squares,  4^/4",  (^  brad  awls,  iV",  and  1  pair  of  Bernaul's 
cutting  pliers.  For  supplies  the  following  is  required:  Wire  brads 
y^"  and  3^"  No.  20,  liquid  glue,  j^  pint,  soft  iron  wire  No.  16,  sand 
paper  No.  1,  cottonwood  boards.  )/«"  x  6"  \  12".  Cottonwood  is  used 
because  the  cheapest  available  wood  for  this  purpose.  Hass  and  yellow 
poplar  would  be  better,  having  less  stringy  fiber. 


COPISG  S.Ur   WORK. 


MANUAL   TRAINING  REPRINTS. 

I'his  equipment  is  kept  in  a  chest  li^j"  x  18"  x  30",  that  rolls 
easily  on  casters.  The  saws  and  clamps  are  kept  in  6  tray-like  boxes, 
and  these  with  the  saw  tables  can  be  distributed  by  the  six  monitors  in 
less  than  two  minutes  and  the  whole  room  be  at  work  in  less  than  iive 
minutes.     The  cost  of  the  outfit  complete  is  about  :?35. 

One  period  of  sixty  minutes  per  week  is  given  for  this  w  ;rk.  The 
children  ask  for  more  time  and  many  of  them  buy  their  own  saws  witli 
a  dozen  blades  for  twenty-five  cents  at  any  hardware  store,  and  n«ake 
many  interesting  forms  at  home,  using  material  taken  from  empty 
cigar,  fruit  and  grocery  boxes  picked  up  at  the  corner  grocer}.  Home 
work  of  this  sort  is  encouraged  by  having  such  work  exhibited  for  the 
other  pupils  to  see  and  comment  upon. 

The  course  followed  is  shown  in  the  diagram.  The  purpose  of 
the  work  here,  as  in  all  other  grades  and  forms  of  handwork,  is  to  give 
educational  direction  to  the  child's  natural  constructive  tendencies  by 
using  forms  that  are  of  interest  to  the  pupil,  and  taken  from  his  play, 
home,  school  and  the  industrial  life  about  him. 

The  effort  is  made  to  have  the  forms  chosen  come  to  the  pupil  as 
problems  in  construction  to  be  solved  by  him,  and  in  the  solution  of 
which  he  will  acquire  skill,  the  power  to  create,  and  a  growing  appre- 
ciation of  the  constructive  work  in  the  world  about  him.  The  skillful 
teacher  will  relate  this  work  to  the  other  school  subjects  whenever  prac- 
ticable and  teach  the  elements  of  good  form  and  proportion,  the  need 
of  drawing,  the  written  language  of  form,  the  value  of  number  in  accu- 
rate application,  and  develop  an  awakening  interest  in  the  industries 
that  are  founded  on  these  materials  and  processes.  In  fact,  this  last 
may  easily  be  the  leading  avenue  of  approach  in  placing  this  subject  in 
the   curriculum. 

Referring  to  the  diagram  the  first  column  indicates  in  outline  what 
we  are  to  teach.  The  tools  and  some  skill  in  their  use  and  a  knowledge 
of  the  limitations  of  the  material  are  pre-requisite  to  any  individual 
pf)wer  of  expression  or  creation.  For  the  sake  of  analysis,  the  tools  and 
the  processes  are  grcniped,  and  the  sequence  largely  based  on  the  idea 
of  construction  rather  than  on  tool  dexterity.  The  tools  are  few  and  are 
quickly  mastered,  but  the  possibilities  in  form  and  combinations  of  parts 
keeps  the  child  mentally  alert  to  solve  the  mechanical  problems  that 
come  to  him.  As  we  have  to  deal  with  classes,  and  the  same  knowledge 
about  the  tools  and  the  correct  processes  is  necessary  to  every  child,  the 

10 


COPING  SAW  WORK. 


11 


MANUAL   TRAINING  REPRINTS. 


COPING  SAW  WORK.— Seattle  Public  Schools. 


O 


TO   TEACH 


CLASS   EXERCISE 


The    Tools,     their     care.  

Saw,    why    it    cuts,    etc' 

Pencil,    Ruler,    Patterns.    1-   Saw  out  animal  forms 

Laying  out  work,  econo-!         Bears.      (Have    pupils 


PROBLEMS   SUGGE 


my  of  material,  grain   of 
wood,  its  strength.     File. 
Sandpaper — kinds  to   use 
on  a  block. 
Try-square,  Knife, 

Hammer  — how  to  use. 


understand    what  they 
make.) 


2  and  3.     (The  pupil  to  select  any 
to  make.) 


Cougar. 
Rabbit. 
Squirrel. 
Donkey. 


4.     Stand.  5.     Make  different  kinds  to  suit  ai 

(Keep  corners  square.)  vise  a  new  support. 


II, 


Construction.   "Putting  to-'  6.   Balancing  Horse. 


gether."  Awl — its  use. 
Brads  —  sizes.  Glue  — 
what  it  is,  why  it  holds. 


(Why  he  balances. 
Physical  law — explain 
ships,  icebergs,  circus 
rider,    etc.) 


7.  Horse  and  Cart.  7a.  Optionals:       Four- 

(Class      direction      ini         wheeled  Cart, 
making  wagon.) 


III. 


Construction.  Movable    8.   Feeding  Chickens.        '  9.   Woodchoppers,    or 

parts  —  mechanical     mo-  Wrestlers, 

tions. 


10.   "Dinkey  Bird." 


IV 


Construction.         Accurate  11.   Pencil  Sharpener. 


adjustment. 


(Require  accurate 

drawing  and  measure- 
ments.) 


10a.  Optionals:       Ath- 
lete. 
(Figures  may  be  painted  with  water  c 


(Egg  crates,  1 
Encouraf 


12.   Calendar 
Strike. 


13.  Toy  Furniture.  Bench.    (For  design,  consider  with  the  class 
Tables,    Chairs,    Cra-  Different  pieces  may  be  mad( 

dies,  etc. 


Note:     Other  problems  may  be  added  by  teacher  or  pupil  if  suitable  to  the 
group.     The  pupil  should  always  jirogress  in  his  choosing. 


12 


COPING  SAW  jrORK. 


COPING  SAW  WORK.— Seattle  Public  Schools. 


APPLICATION    IN    CONSTRUCTIVE    PROBLEMS 


DIVIDUAL    SELECTION 


SCHOOL 


INDUSTRY 


f  from  home  patterns  or  pictures  of  others 


zle    Maps    or    Pic- 
ires. 


Cottonwood.  'Use    a    larsfc    dravving^    to 

Kind    of    tree,      its     use.    show    just    how    to   place 

Leaf  and  branch,  may  be    the  pattern  on  wood. 

drawn . 
Sandpaper. 


using  scraps  of  wood.     See  who  can  de- 


Cottonwood. 
Where  does  it  irrow. 


6a.   Pulleys.    Weather- 
vanes  (optional). 


Cottonwood . 
Brads,  H"  No.  20. 
Iron  Wire,  No.  16. 
Small  stone. 


Wind-wheels. 
Conveyor. 
Litrht  House. 


boxes  make  good  material  for  home  work. 
.) 


Scales. 


ons  of  real    furniture   and   reduce  in  size, 
chililrcn.) 


MATERIALS 


DRAWING    REQUIRED 


Large  drawing— pupils  to 
copy  by  dictation  on  pa- 
per, then  on  the  board. 


Large     drawing    to    show 
the  "lay  out." 
Patterns  used. 


Cottonwood. 
Brass  Tacks. 


Cottonwood  or  Cigar  Box 
Wood  (red  cedar.) 


Large  drawing  of  cart. 
Pupils  work  from  it  by 
directions.  Show  how  to 
"lay  out." 


Cottonwood. 


Large  drawing  of  sup- 
ports. Patterns  for  fig- 
ures. 


Large   drawing  of  parts 
patterns  as  indicated. 


Cottonwood    or    Cedar    or  Large    drawing. 
Spruce.  copy. 


Pupils 


Cottonwood    or    Cedar    or  Large    drawing 
Spruce.  copy. 


Pupils 


13 


MANUAL    TRAINING  REPRINTS. 

means  (given  in  the  next  column)  used  to  convey  this  knowledge  is  a 
class  model  which  all  the  children  make  under  the  careful  supervision 
of  the  teacher  to  see  that  every  child  is  forming  the  right  habit  in  the 
use  of  the  tools,  and  understands  what  he  is  doing  and  why  he  does  it. 

The  next  step  and  a  very  important  one,  and  the  basis,  I  believe, 
of  any  successful  method  of  education,  is  to  give  the  child  an  opportunity 
to  work  out  individually  his  newly  acquired  ideas  in  a  field  of  choice 
as  free  as  conditions  will  permit.  He  now  faces  a  new  situation.  He 
must  determine  how  to  meet  it.  It  is  this  repeated  experience  in  the 
course  that  will  aid  in  developing  his  power  of  initiative,  and  begin  to 
form  a  habit  of  successful  attack.  Such  a  habit  may  even  have  a  moral 
significance  in  the  other  experiences  of  life,  though  seemingly  not  re- 
lated to  this  one  technical  experience. 

To  accomplish  this,  problems  for  individual  selection  are  given  as 
shown  in  the  diagram.  To  aid  the  teacher  and  pupil,  these  problems 
are  divided  or  grouped  according  to  their  dominant  interest  as  well  as 
according  to  their  mechanical  and  technical  difficulty.  No  attempt  is 
made  to  "split  hairs"  in  this  analysis,  but  such  problems  are  selected  as 
will  emphasize  what  the  child  should  know  and  also  tax  his  ability  in 
applying  it  as  far  as  he  has  been  taught  in  the  process.  That  we  may 
not  forget  the  child,  the  four  dominant  interests — play,  home,  school  and 
industry  interests,  that  actuate  us  all  in  anything  we  do,  are  given  and 
the  problems  arranged  under  each  according  to  which  one  it  seems  to 
serve  best.  Naturally  in  the  fourth  grade  the  play  interest  is  dominant. 
But  we  must  see  to  it  that  the  others  are  not  forgotten  for  the  sake  of 
the  man  and  woman  of  tomorrow. 

The  remaining  two  columns,  as  indicated,  help  the  teacher  in  the 
choice  of  material  and  its  use,  and  to  know  what  drawing  should  be 
presented  and  executed. 

These  problems  for  individual  selection  may  be  changed,  or  others 
added  or  substituted  by  both  teacher  and  pupil,  provided  they  are  suit- 
able to  the  group  in  which  they  arc  placed.  Thus  the  teacher  is  free 
to  make  the  course  meet  local  conditions  and  carry  out  her  own  initia- 
tive, untrammeled  by  a  series  of  set  models.  Her  only  limitations  are 
those  imposed  by  her  lack  of  skill,  the  requirements  of  the  material  and 
the  best  accepted  processes  used  to  embody  the  idea  in  that  material. 

This  plan  also  permits  the  bright  pupil  to  work  to  full  capacity 
unchecked  by  the  dullest  pupil  and  gives  the  slow   pupil  as  much  oppor- 

14 


COPIA'G  SAW   Jf'ORK. 


^, 


15 


MANUAL   TRAINING  REPRINTS. 


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tunit_v  as  he  can  use;  for  as  soon  as  the  pupil  finishes  the  class  piece  he 
goes  to  work  at  once  upon  the  problem  of  his  choice.  If  he  is  bright 
and  capable,  wise  advice  will  lead  him  to  select  a  problem  well  worth 
his  ability.  In  fact,  he  may  make  several  pieces  before  the  class  as  a 
whole  is  ready  to  take  up  the  next  step  together  in  the  next  class  exer- 
cise. 

The  sequence  followed  is  indicated  by  the  figures.  This  sequence 
is  not  one  of  technique  solely,  but  of  a  constructive  idea  that  passes 
froiu  simple  forms  to  more  complicated  expressions,  and  the  process 
is  a  means  to  this  end. 


16 


COPIXG  SAJV  JVORK. 


The  writer  full\-  appreciates  the  difficulties  of  this  plan  of  pre- 
sentinji;  many  models  that  may  be  made  compared  with  giving  a  sequence 
of  eight,  ten  or  tweh'e  models  to  be  carefully  followed.  The  limits  of 
this  paper  do  not  permit  of  further  detail  concerning  the  way  the  point 
of  view  and  methods  of  work  are  given  to  the  teachers.  The  few  of 
the  teachers  who  do  not  for  one  reason  or  another  get  hold  of  this  plan 
do  no  worse  than  under  the  old  formal  lock-step  method,  and  many 
who  do  not  succeed  with  it  are  able  to  accomplish  much  more  than  for- 


17 


MANUAL   TRAINING  REPRINTS. 

Conveyor 


7b  /^c7/(:e7^e, ^/ree/:- 

,,,.^^.^-  an^oT:^  J/a'cj   £y/7^  c.c/f'c^^/'ir/^a/  ry/T^  Ah/^c  i^r  f//c 

/^  T^^" /^ra^.      y/9/J  ryf^icc/  /77a/  J^i:  /^7aa^£.  a/~ 


merly,  both  in  the  amount  and  quality  of  the  work,  as  well  as  in  devel- 
oping a  greater  interest  and  power  on  the  part  of  the  pupil. 

This  diagram  course  is  the  "chart"  for  the  teacher  "to  steer  by." 
The  necessary  direction  for  making  these  models  is  given  by  means  of 
hectograph  sketches,  some  of  which  are  here  illustrated,  and  by  monthly 
meetings  with  the  teachers. 

The  amount  of  interest  a  child  may  take  in  any  activity  is  not  al- 


18 


COPIXG  S.lJf   irORK. 


I 

A) 

2 


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III 


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ways  a  sure  indication  of  its  success,  as  an  educational  means.  But 
interest  is  the  key  that  unlocks  the  world,  and  the  line  of  greatest  effort 
is  that  of  deeper  interest.  The  touchstone  of  life  comes  when  the  self- 
conscious  mind  perceives  that  interest  awakened  in  one  line,  in  the  last 
analysis,  touches  all  others,  and  that  we  may  interest  ourselves  in  any 
good  thing  we  wish  to. 

That  the  children,  girls  and  boys  alike,  are  interested  one  or  two 


19 


MANUAL   TRAINING  REPRINTS. 


The  7)//7A.  e/25/r^^ 


/a  (ptit  Acs  J7P-/Aa 

a^ii  Vc7//:  -7^je/7  yy/Z^/       Ar^^Z^ 
Aita^  a/r^  7a// a/if  i^/^, 

.^^  /y£ar  7)9  £  d^/?^n7.  //, 

y^iS  .iyjaf.        777<i  <j7^^^  /-;^o'j/-  />^ 
/7£a^y  tS'/7i>c/aA  7^^^/2'^<£  '/^-eL 

<j7a^-£.    ^^^/y^-e.  /7trai:^£7r7a'  '73// 
/i><7//r/2a'.  


77^^  .jA/'.V*'  •'•»  ^»  /a/t « 


instances  will  illustrate:  In  the  mid-year  a  room  lost  its  regular  teacher 
and  a  substitute  took  her  place  for  the  balance  of  the  term.  The  cop- 
ing sav^'  lesson  came  a  day  or  so  later,  before  she  could  find  out  what 
and  how  to  carry  on  the  work  of  her  predecessor,  so  she  frankly  told 
the  children  they  would  omit  the  lesson  for  that  week.  They  protested, 
assuring  her  they  could  manage  it  all  right  and  show  her  what  to  do. 
She  was  wise  and  anxious  to  learn  from  any  source,  so  the  hour  went 
off  with  everyone  very  busy — profitable  to  all  concerned. 


20 


COPING  S.nr   WORK. 

In  another  school  meritorious  conduct  and  attendance  is  rewarded 
by  stars  conspicuously  placed,  and  when  thirteen  unbroken  spots  are 
covered  they  get  a  half  holiday  Friday.  It  happened  the  particular  Fri- 
day was  particular  in  other  ways,  and  they  would  miss  their  coping  saw 
hour,  so  they  voted  to  spend  the  holiday  in  school  sawing  wood. 

The  soul-satisfying  cry,  "it  works,"  the  cry  that  opens  the  way  to 
still  greater  accomplishment,  startled  a  principal  in  her  ofHce,  the  other 
morning,  as  a  small  boy  rushed  in,  face  and  eyes  shining  and  held  to- 
wards her  his  "athlete"  that  would  "perform"  as  he  had  made  it  to  do. 
There  is  great  value  in  some  of  our  school  w'ork  having  a  standard  of 
excellence  that  even  a  small  boy  can  appreciate. 

In  conclusion  the  writer  claims  no  originality  for  this  work  other 
than  its  adaptation  to  this  situation.  Most  of  the  models  used  and  the 
methods  of  the  course  and  its  analysis  are  the  result  of  observations 
made  of  what  others  have  done  along  similar  lines.  It  is  not  the  end, 
but  onh    the  beginning. 


21 


Books    on    the    Manual   Arts 


Beginning  Woodwork,     At  Home  and  in  School.     By  CLINTON 
SHELDON  \'AN  DKLSEN;   illustrated  by  Edwin  Victor  Lawrence. 

A  f.uU  and  clear  description  in  detail  of  the  fundamental  processes  of  elementary  bencluvork 
in  wood.  This  description  is  eiven  throueli  directions  for  making  a  few  simple,  useful  articles 
suitable  cither  for  school  or  home  problems.  Even  without  a  teacher  a  bright  boy,  by  following 
this  book  faithfully,  may  acquire  considerable  skill.  It  is  a  safe  guide  for  farmers'  boys  as  well  as 
for  city  boys,  and  is  especially  well  suited  for  use  in  rural  and  village  schools  in  which  the  teacher 
has  had  but  little  experience  in  the  use  of  woodworking  tools.  The  book  is  illustrated  by  more 
than  one  hundred  figures,  including  ten  plates  cf  working  drawings.  Each  of  these  figures  is  an 
original  drawing  made  expressly  for  this  book.     Price,  $1.00. 

Essentials  of  Woodworking.     By  ira  s.  Griffith;  illustrated 

with  numerous  pen  drawings  hy  Edwin  V.  Lawrence. 

This  is  a  comprehcrsive  textbook  on  woodworking  tools,  materials  and  processes,  to  supplement, 
but  not  to  take  the  place  of,  the  instruction  given  by  the  teacher.  The  book  contains  three  parts; 
I — Tools  and  elementary  processes,  including  laying-out  tools  and  their  use,  saws,  planes  and 
their  use,  boring  tools,  chisels,  grinding  and  whetting,  form  work,  laying  out  duplicate  parts, 
scraping,  sandpapering,  and  fastening  parts.  11 — Simple  joinery,  including  directions  for  making 
the  common  joints,  elementary  cabinet  work  involving  drawer  construction,  paneling,  rabbeting, 
and  door  construction.  Ill — Wood  and  wood-finishing,  including  a  great  amount  of  information 
that  should  be  given  to  a  student  along  with  his  work  in  wood.  The  book  does  not  contain  a  course 
of  models.     It  may  be  used  with  any  course.     Price,  $1.00. 

Problems  in  Woodworking.     By  m.  w.  Murray. 

A  convenient  collection  of  good  problems  ready  to  place  in  the  hands  of  the  pupils.  It  consists  of 
forty  plates  bound  in  heavy  paper  covers  with  brass  fasteners.  Each  plate  is  a  working  drawing,  or 
problem  in  bench  work  that  has  been  successfully  worked  out  by  boys  in  one  of  the  grades  from 
seven  to  nine  inclusive.  Many  of  the  problems  can  be  worked  out  in  various  ways  according  to 
the  individual  ability,  interest  and  taste  of  the  pupil.     Price,  75  cents.    Board  covers,  20  cents  extra. 

Problems  in  Furniture  Making.     By  fred  d.  crawshaw. 

This  book  consists  of  32  plates  of  working  drawings  suitable  for  use  in  grammar  and  high  schools 
and  24  pages  of  text,  including  chapters  on  design,  construction  and  finis'  and  notes  on  the 
problems.     Price,  in  heavy  paper  covers,  $1.00.     Board  covers,  20  cents  extra 

Problems  in  Mechanical  Drawing.      By  charles  a.    Ben- 
nett.    With  drawinjrs  made  by   Fred   D.   Crawshaw. 

This  book  consists  of  80  plates  and  a  few  explanatory  notes,  and  is  bound  in  heavy  paper  covers 
with  brass  fasteners.  Its  purpose  is  to  furnish  teachers  of  classes  beginning  mechanical  drawing 
with  a  large  number  of  simple,  practical  problems.  These  have  been  selected  with  re^ferencc  to  the 
formation  of  good  habits  in  techniciuc,  the  interest  of  the  pupils,  and  the  subjects  usually  included 
in  a  grammar  and  first-year  high  school  course.  The  book  covers  simple  projection — straight 
lines  and  circles,  problems  involving  tangents,  planes  of  projection,  revolution  of  solids,  develop- 
ments, intersections,  i.somelric  projection,  lettering  and  working  drawings.  Each  problem  given 
is  unsolved  and  therefore  in  proper  form  to  hand  to  the  pupil  for  solution.  Price,  $1.00.  Board 
covers,  20  cents  extra. 


22 


Books    on    the    Manual   Arts 


Woodwork  for  Schools  on   Scientific   Lines.      By   jamp:s 

THOMAS    BAILY   and   S.  POLLITT. 

This  is  llic  American  edition  of  an  Enelish  book  containine  many  problems  designed  to  cor- 
relate mathematics  and  physical  science  with  manual    trainine-      Price,  75  cents. 

Clay  Work.     By  katherine  morris  lester. 

This  book  covers  the  whole  ranee  of  clay  work  for  the  elementary  school — technique  of  clay 
modclinK,  study  of  plant  forms,  human  fieure,  story  illustration,  simple  architectural  ornament,  the 
makine  of  tiles  and  ornamental  pottery.     Price,  $1.00. 

Classroom  Practice  in  Design.     By  james  partox  haney. 

A  concise,  up-to-date,  richly  illustrated  booklet  on  the  teachine  of  applied  design.  Very  SUK- 
eestivc.     Price,  50  cents. 

The  Wash  Method  of  Handling  Water  Colour.     By  frank 

FORREST    FREDERICK. 

"This  little  book  is  a  helpful  guide  and  affords  a  stimulus  to  the  use  of  water-color  as  practiced 
by  the  earlier  painters,  whose  beautiful  work  is  unexcelled."     Price,  50  cents. 

Manual  Training  Magazine. 

.An  illustrated,  bi-monthly  publication  devoted  to  the  interests  of  the  Manual  Arts  in  Education. 
Subscription  price,  $1.50  a  year:  single  copies,  35  cents.  In  foreign  countries,  including  Canada, 
$1.75  a  year;  single  copies,  40  cents. 


The    Manual    Arts    Press 

Peoria,     Illinois 


23 


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